Louisiana English Journal

Call for Papers

Fall 2003 Issue

DEADLINE: 15 September 2003

Inquiries Welcome

Handling the Paper Load (Hard Copy and Online)

The LCTE Louisiana English Journal invites original essays for its Fall =
2003 issue on how to handle the paper load. Because it continues to be a =
challenge-one to which electronic technologies add a whole new =
dimension--teachers must continue to seek and find innovative and =
efficient ways to resolve ongoing issues about the writing classroom, =
issues that remain pervasive and persistent at all levels of =
instruction. The LEJ is looking for fresh, original descriptions and =
accounts of teachers' new-and-improved ways of handling the paper (and =
now electronic) load.=20

Articles should explore questions such as these: How do you evaluate =
students' papers? How often? What aspects of students' writing do you =
focus on? What kinds of feedback do you give? And which sets of papers =
do you actually grade? How do you use computers and other instructional =
technology to help you handle the paper load? How do you handle the =
electronic load? What strategies and solutions have you found to =
monitor and evaluate students' online work frequently and efficiently? =
How do you cope with the paper/electronic load resulting from journal =
writing? Research papers? What kinds of ungraded writing activities do =
you use that are especially practical and valuable? What do you and your =
students do with them? How do you evaluate student projects and =
performances that incorporate writing? How do you handle peer editing of =
papers and/or classroom conferences with students? How do you use =
rubrics in your instruction? How do you use portfolios?

=20

Connecting Critical Theories: Literature and Composition
Most English majors, even those who focus on rhetoric and composition, =
learn about literary theories through their coursework, particularly the =
introduction to literature courses. Some rhetoric and composition =
courses include various composition and rhetorical theories that have =
guided the study of writing over the past 50 years. But it is rare to =
find an opportunity for students to discover the commonalities, =
differences, blending, and overlap of the two sister fields of =
literature and composition in the English Department. This section of =
the Fall 2003 issue of the Louisiana English Journal will explore the =
relationships between twentieth century literary criticism and =
composition theory with relevance to LOUISIANA authors. The Louisiana =
English Journal invites papers addressing connections among the many =
lenses of literary and composition theory, instruction, and research.

=20

Political Issues in the Classroom
 Focus: Papers that deal with political issues-particularly those =
germane to LOUISIANA politics-in the classroom and how we, as teachers, =
address them. We are especially interested in focusing on the following =
issues as they pertain to the classroom: labor, education =
spending/inequities, war and civil conflict, and the electoral process. =
Some questions arise when considering these issues, such as: how do we =
address them, how might we include them in our lessons and lectures, and =
ought we give voice to these concerns or not? As well as discussing the =
problems that exist, we would like this panel to be positive, =
informative, and maybe even mobilizing. Interesting strategies that =
showcase how to engage in productive dialogue about political issues, =
texts that foster such a dialogue, and student reactions to these issues =
are encouraged.=20

=20

Shakespeare and the Institution
Unlike any other writer, Shakespeare has become an institution which =
variously represents a conservative social order, Englishness, and a =
guide to human nature. But how exactly did one Elizabethan/Jacobean =
writer, who largely plagiarized other people's plot lines, gain such a =
hold not just on the national psyche but on that of Western culture as a =
whole? This focus area will explore how Shakespeare, the man, has become =
Shakespeare, the institution, by centering on the use that that has been =
made of his work in the past and the use that continues to be made of it =
in schools, universities, and the culture at large, with particular =
focus on LOUISIANA institutions. Can Shakespeare simultaneously be the =
embodiment of orthodoxy and a means of challenging received opinion? =
What innovative pedagogical approaches make his works come alive in the =
classroom for students with an MTV-attention span?

=20

Contemporary Perspectives on Composition, Culture, Creative Writing, the =
Cannon, and Beyond
Possible topics include, but are not limited to: Modern-Contemporary =
Rhetorics, Current Rhetorics, Digital Rhetorics, Composition Research =
(Quantitative & Qualitative), Writing Centers, Writing Across the =
Curriculum, Community- and Service-Based Pedagogies, ESL Instruction, =
and Writing Instruction.

=20

Length of submission: 4-10 double-spaced pages using MLA documentation.

Contact information: Please include a cover sheet that contains your =
name, postal address, telephone number, school/institution, fax number, =
and e-mail address.

Deadline: September 15, 2004

Send submissions to: Dr. Thomas D. Petitjean Jr.

                                       Northwestern State University

                                       Department of Language and Communication

                                       Kyser Hall 316 M

                                       Natchitoches, LA 71497

                                       E-mail: petitjeant_at_cox-internet.com

                                                 petitjeant_at_nsula.edu

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Received on Sat May 24 2003 - 15:09:07 EDT